Chapter 26 Curriculum Reform in a Non-Threatening Collaborative Environment: An Indian Initiative

Abstract

This chapter explores teachers, administrators, and subject area specialists collaborating in a nonthreatening environment leading to curriculum reform in India. It draws on teacher experiences that emerged from a 2007–2012 curriculum renewal project in the Nagaland Board of School Education. In order to illustrate the transformation, a case study about the growth of two teachers who participated in the curriculum development project is featured. This work takes into account the collaborative settings, the nature of teacher learning opportunities these settings provided, and the pace at which learning occurred for each of the two teachers. Though originally tried out in the context of an English language curriculum, the bottom-up approach of broad-based collaboration reform described herein may be relevant to other disciplines and other countries.

Citation

Kannan, J. (2013), "Chapter 26 Curriculum Reform in a Non-Threatening Collaborative Environment: An Indian Initiative", Craig, C.J., Meijer, P.C. and Broeckmans, J. (Ed.) From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community (Advances in Research on Teaching, Vol. 19), Emerald Group Publishing Limited, Leeds, pp. 555-566. https://doi.org/10.1108/S1479-3687(2013)0000019029